Abstract
Objective. To establish a successful educational mentor program for the Web-based doctor of pharmacy pathway at Creighton University, School of Pharmacy and Health Professions. Design. A recruitment process was established and the educational mentor's responsibilities were identified. The roles of faculty instructors, the Office of Information Technology and Learning Resources, the Office of Faculty Development and Assessment, and Web-based Pharmacy Pathway Office as it pertains to the training of educational mentors were clearly delineated. An evaluation process for all key aspects of the program was also put in place. Assessment. Student, instructor, and mentor evaluations showed overall satisfaction with the program. Persistent areas of concern include the difficulty in motivating students to participate and/or engage in learning with the mentors. Many students remain unclear about mentors' roles and responsibilities. Lastly, in regards to mentors, there is a limited utilization of provided online resources. Conclusion. The educational mentor program has become an invaluable component of the Web pathway and has enhanced the interactions of students with the content and mentor.
| Original language | English |
|---|---|
| Article number | 31 |
| Journal | American Journal of Pharmaceutical Education |
| Volume | 70 |
| Issue number | 2 |
| State | Published - 2006 |
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All Science Journal Classification (ASJC) codes
- Pharmacology
- Education
Cite this
Educational mentor program in a web-based doctor of pharmacy degree pathway. / Alsharif, Naser Z.; Schwartz, Amy H.; Malone, Patrick M.; Jensen, Gail; Chapman, Tracy; Winters, Andrea.
In: American Journal of Pharmaceutical Education, Vol. 70, No. 2, 31, 2006.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Educational mentor program in a web-based doctor of pharmacy degree pathway
AU - Alsharif, Naser Z.
AU - Schwartz, Amy H.
AU - Malone, Patrick M.
AU - Jensen, Gail
AU - Chapman, Tracy
AU - Winters, Andrea
PY - 2006
Y1 - 2006
N2 - Objective. To establish a successful educational mentor program for the Web-based doctor of pharmacy pathway at Creighton University, School of Pharmacy and Health Professions. Design. A recruitment process was established and the educational mentor's responsibilities were identified. The roles of faculty instructors, the Office of Information Technology and Learning Resources, the Office of Faculty Development and Assessment, and Web-based Pharmacy Pathway Office as it pertains to the training of educational mentors were clearly delineated. An evaluation process for all key aspects of the program was also put in place. Assessment. Student, instructor, and mentor evaluations showed overall satisfaction with the program. Persistent areas of concern include the difficulty in motivating students to participate and/or engage in learning with the mentors. Many students remain unclear about mentors' roles and responsibilities. Lastly, in regards to mentors, there is a limited utilization of provided online resources. Conclusion. The educational mentor program has become an invaluable component of the Web pathway and has enhanced the interactions of students with the content and mentor.
AB - Objective. To establish a successful educational mentor program for the Web-based doctor of pharmacy pathway at Creighton University, School of Pharmacy and Health Professions. Design. A recruitment process was established and the educational mentor's responsibilities were identified. The roles of faculty instructors, the Office of Information Technology and Learning Resources, the Office of Faculty Development and Assessment, and Web-based Pharmacy Pathway Office as it pertains to the training of educational mentors were clearly delineated. An evaluation process for all key aspects of the program was also put in place. Assessment. Student, instructor, and mentor evaluations showed overall satisfaction with the program. Persistent areas of concern include the difficulty in motivating students to participate and/or engage in learning with the mentors. Many students remain unclear about mentors' roles and responsibilities. Lastly, in regards to mentors, there is a limited utilization of provided online resources. Conclusion. The educational mentor program has become an invaluable component of the Web pathway and has enhanced the interactions of students with the content and mentor.
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M3 - Article
VL - 70
JO - American Journal of Pharmaceutical Education
JF - American Journal of Pharmaceutical Education
SN - 0002-9459
IS - 2
M1 - 31
ER -